Self-efficacy, Interest, and Belongingness – URM Students’ Momentary Experiences in CS1
Self-efficacy, Interest, and Belongingness – URM Students’ Momentary Experiences in CS1
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自我效能、兴趣和归属感 — URM 学生 — CS1 的短暂体验
DOI：
10.1145/3501385.3543958
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Rosenberg, Joshua M.
中科院分区：
文献类型：
--
作者：
Lishinski, Alex;Narvaiz, Sarah;Rosenberg, Joshua M.
教育利益相关者希望了解并克服计算机科学教育中有据可查的种族和性别差异。影响学生学习CS课程的因素很多，包括动机因素和情感因素。以往的CS教育研究已经证明了这些因素对学生CS结果的影响，尤其是对URM学生的影响。较少被研究的是学生在CS中的动机和情感体验是如何发展和演变的，特别是对于URM学生。为了更好地了解这些体验是如何发展的，本文介绍了一项研究的结果，该研究使用了密集的纵向方法，考察了在本科计算机科学入门课程中，种族代表性不足的学生和他们的同龄人在瞬间体验上的差异。本研究采用体验抽样法(ESM)，在两个学期的每个学期中，对110名CS学生的瞬时自我效能感、兴趣和情感体验进行了8-18次的问卷调查，其中19名学生被认为种族代表性不足。采用贝叶斯多元多水平模型方法对数据进行分析，发现学生的开学前自我效能感在整个学期中对他们的瞬间挫折、兴趣和自我效能感产生了预期的影响。同样，学生的基线兴趣显著影响他们的瞬时自我效能感和兴趣。相比之下，基线归属感对他们的短暂体验没有显著影响。我们还研究了学生的情感体验与课程结果的关系，发现基线自我效能感显著预测URM学生的课程结束成绩。总体而言，本研究强调学生的自我效能感和兴趣对他们的短暂体验以及URM学生的课程结果都很重要，而他们的归属感并没有显著影响。我们预计这些影响对URM学生的影响程度可能不同，尽管需要更大的样本量和更大的统计能力来证实这种可能性。然而，这项研究的结果强调了自我效能感的重要性，以及对URM学生瞬间体验的兴趣，这对他们在CS课堂上的其他结果是重要的。
Educational stakeholders want to understand and overcome the well-documented racial and gender disparities within computer science education. There are many factors that influence students’ participation, performance, and persistence in CS courses, including motivational and affective factors. Prior research in CS education has documented the influence of these factors on students’ CS outcomes generally, and on URM students in particular. What has been less investigated, is how students’ motivational and affective experiences in CS develop and evolve from moment to moment, particularly for URM students. To better understand how these experiences develop, this paper presents the results of a study using intensive longitudinal methods which examined the differences in momentary experiences between racially underrepresented students and their represented peers in undergraduate introductory computer science courses. Using the Experience Sampling Method (ESM), we solicited responses on students’ momentary self-efficacy, interest, and affective experiences 8-18 times in each of two semesters from a total of 110 CS students, of which 19 identified as racially underrepresented.Analyzing the data using a Bayesian multivariate multilevel modeling approach, we found that students’ pre-semester self-efficacy impacted their momentary frustration, interest, and self-efficacy throughout the duration of the semester, as expected. Likewise, students’ baseline interest significantly impacted their momentary self-efficacy and interest. Baseline sense of belonging, by contrast, showed no significant impact on their momentary experiences. We also examined how students’ affective experiences relate to course outcomes and found that baseline self-efficacy significantly predicts end-of-course grades for URM students. Overall, this study highlights that students’ self-efficacy and interest are important for their momentary experiences, and course outcomes for URM students, while their sense of belonging did not make a significant impact. We expected that these influences might differ in magnitude for URM students, although a larger sample size and greater statistical power is needed to substantiate this possibility. Nevertheless, the findings from this study emphasize the importance of self-efficacy, and interest for URM students’ momentary experiences, which are important for their other outcomes in CS classes.
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